TRANHLTH 7003OL - Clinical wisdom in healthcare practice

Online - Semester 1 - 2016

This course offers students the opportunity to examine, explore and debate the concept of clinical wisdom and its role in evidence based clinical practice by generating discussion on defining, recognising, acquiring, transmitting, supporting and evaluating clinical wisdom. It is relevant to all of the health professions and particularly those involved supervising students and staff, in clinical practice improvement and clinicians, including medical, nursing and allied health person.

  • General Course Information
    Course Details
    Course Code TRANHLTH 7003OL
    Course Clinical wisdom in healthcare practice
    Coordinating Unit School of Translational Health Sciences
    Term Semester 1
    Level Postgraduate Coursework
    Location/s Online
    Units 3
    Contact The time commitment will be approx. 12 hours per week
    Available for Study Abroad and Exchange
    Course Description This course offers students the opportunity to examine, explore and debate the concept of clinical wisdom and its role in evidence based clinical practice by generating discussion on defining, recognising, acquiring, transmitting, supporting and evaluating clinical wisdom. It is relevant to all of the health professions and particularly those involved supervising students and staff, in clinical practice improvement and clinicians, including medical, nursing and allied health person.
    Course Staff

    Course Coordinator: Dr Kylie Porritt

    Kylie Porritt | Research Fellow
    The Joanna Briggs Institute
    Faculty of Health Sciences | University of Adelaide | SA 5005 AUSTRALIA
    Level 1, 115 Grenfell Street | Adelaide | SA 5000 Australia
    T: +61 8 8313 5167 | F: +61 8 8313 4881 | E: |W:
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1. Engage in structured critical reflection on practice
    2. Analyse professional practice experiences in terms of student learnings and clinical reasoning and decision making processes
    3. Demonstrate an understanding of the importance of clinical wisdom to the outcomes of professional practice
    4. Describe accurately the concepts and processes around clinical wisdom covered in the course
    5. Discuss and describe the relationship between clinical evidence and clinical wisdom within evidence-based healthcare
    6. Engage in discussion with peers in a productive and constructive manner
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
  • Learning Resources
    Required Resources
    All resources currently exist and are already available within the Joanna Briggs Institute and will be made available via MyUni for this course.
    Recommended Resources
    A range of useful readings can be found on MyUni.
    Online Learning
    The course content has been developed using Articulate Storyline and will be administered via the MyUni platform.
    Assignments will be submitted online via MyUni or TURNITIN

    MyUni is the primary entry point to online learning at Adelaide University. MyUni provides students and staff with access to course materials, discussion forums, announcements, online and many other features to help manage your study or teaching. You can connect to MyUni on or off campus from an internet connected computer using a Web browser. The URL is:
    Login to this resource using your Username and Password. Once logged on to MyUni, you will find the information displayed is customised to present only details relevant to you and the online content for courses that you are studying. For enquiries about online education services, what’s available and access, contact the Online Education Helpdesk:
    The Helpdesk is available for extended hours during the week or through voicemail.
    Phone: (08) 8303 3000
    You are encouraged to post queries on the discussion board in addition to emailing course coordinator the questions of an academic nature (e.g., about assignments).
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course will be offered completely online. It will involve a series of online lectures, which have been developed using Articulate Storyline and supported with other relevant material (readings and videos) to provide core information and outline key concepts related to the course.
    These lectures will be supported by interactive practicals that are designed to develop and clarify topics covered in the lectures. These are generally problem-solving sessions or an extension of the content covered during the week, providing an opportunity to embed theoretical principles within everyday practice.

    Four assignments are scheduled at key learning milestones throughout the course. Assessment one evaluates student’s knowledge and understanding of the course content through an open book examination. Assessment two develops student’s skills in reflective writing and enables students to demonstrate their understanding of the role of clinical wisdom in evidence-based healthcare and demonstrate the learning that has occurred throughout the course and how this may influence their future practice. Assessment 3 promotes and encourages productive and constructive engagement and interaction with peers through the use of the discussion board. Assessment four requires the students to analyse and critique a decision making process by discussing the existing knowledge/evidence base of the process and to critique and analyse the approach taken in making the decision.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    This course is a 3 unit course with an estimated 12 hours of contact time per week. As the course is completely online students have flexibility in undertaking and completing the weekly requirements.
    Learning Activities Summary
    The scheduled learning activities for this course are delivered in 8 sessions over the 12 week period. The content covered for the lectures within each of the sessions and the timeframe in which it is delivered are detailed below.

    • Conceptualisation of EBHC with reference to models of EBHC

    • Concepts of knowledge and knowledge in healthcare
    • Definitions and content of knowledge in healthcare
    • Discuss the epistemology of healthcare practice

    • Recognition, acquisition and transmission of knowledge and wisdom in clinical settings
    • History and origins of philosophy of wisdom
    • Practical wisdom and its application in clinical decision making

    • Origins and developments of EBP
    • Introduction to scholars and their work associated with clinical wisdom and EBP

    • Importance of evidence in clinical wisdom
    • Clinical wisdom and different types of evidence

    • Understanding the wise practitioner
    • What it means to be a wise practitioner
    • Characteristics that define the clinical wise healthcare professional

    • Nature and elements of clinical wisdom in daily practice
    • Core and foundation of clinical wisdom in clinical judgements
    • Incorporate clinical wisdom into modern clinically professional education
    • Environments that support, promote and sustain clinical wisdom

    • What is reflection?
    • Reflective journal and how they may be applied in daily practice
    • Core elements to models of reflective
    • Reflection within a learning process
    Specific Course Requirements
    Small Group Discovery Experience
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Assessment Type Weighting  Learning Objective
    Exam Summative 20% 1-5
    Critical Reflection logbook Summative 40% 1-5
    Collegial discussion Summative 10% 6
    Essay Summative 30% 1-5
    Assessment Related Requirements
    Assessment Detail
    Each assessment item is aimed at ensuring students demonstrate a comprehensive understanding of the content delivered in each session.

    Assessment 1: Exam (20% of total grade, due end week 4)
    A multiple choice and short answer examination will be used to assess student’s knowledge and understanding of the concepts covered in the learning materials delivered in sessions 1-3. Students will access the exam through MyUni. No time limit will be set for the completion of the exam. The exam is to be completed by the end of week 4.

    Assessment 2: Critical Reflection Logbook (40% of total grade, due end Week 13)
    The aim of this activity is to develop student’s skills in reflective writing and enable students to demonstrate their understanding of the role of clinical wisdom in evidence-based healthcare. The logbook documents progress towards completion of the course, including documenting activities undertaken, problems encountered and skills developed, in addition to reflection regarding the learning that is occurring throughout the course and how this may influence their future practice. This summative assessment, of 3000 words, addressing objective 1-7 is to be completed by week 13.

    Assessment 3: Collegial Discussion (10% of total grade, due end week 12)
    Students are to provide a minimum of 5 meaningful and appropriate contributions to the MyUni discussion board related to the topics discussed each week. At least 2 contributions to the discussion board are to be led by the student and a minimum of 2 contributions are to be in response to the contributions of their fellow students. The assessment (of approximately 500 words) continues throughout the duration of course addresses learning objective 6 and is to be completed by end of Week 12.

    Assessment 4: Essay (30% of total grade, due week 10)
    Students are asked to identify, from experience, a decision making process within regular practice. Write the relevant knowledge regarding the decision making. Consider what approach is included in the process; is this patient orientated evidence that matters approach compared to disease orientated evidence? Discuss your approach in this decision making process. This summative assessment of 1500 words addresses learning objective 1, 2, 3, 4 and 5 and is to be completed by week 10.
    All assignments will be submitted online via MyUni.
    Assignments will be marked and written feedback provided to students usually within 2 weeks and no later than 4 weeks after submission. Re-submission will not normally be considered.
    Online formative and summative assessment quizzes will provide immediate feedback to the student.

    The SPH late submission procedure will apply:
    Late submission
    Marks will be deducted when an assignment for which no extension has been granted is handed in late.
    The procedure is as follows:
    All assignments, including those handed in late, will be assessed on their merits;
    For late assignments, marks will then be deducted from the mark awarded, at the rate of
    5 percentage points of the total possible per day.
    The School reserves the right to refuse to accept an assignment that is more than 7 days late.

    Extension must be requested no later than the last working day before an assignment is due.
    Only a Course Co-ordinator may grant an extension.
    Extensions will only be granted on medical or genuine compassionate grounds. Documentary supporting evidence such as a medical certificate will be required.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy ( course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.